1. Strategy: Jigsaw
Cooperative learning where students teach students about a new topic
2. Submitted by: Kelly Conley
3. Resource to strategy: Pedagogy in Action
Strategy broken down in easy steps: Follow Along Powerpoint
4. Example:Jigsaw strategy in action
5. When to use this strategy: When introducing a new topic that needs to be further investigated Why should you use it?
-It helps reading comprehension
-It encourages engagement in course material and with other students
-It gives your students responsibility because it creates individual accountability
-It provides a new way of learning aside from the traditional teaching strategy How to use it: First choose a topic that can be broken down into subcategories and that is good for group work, next create research groups with equal numbers of students in each group and explain what they will be responsible for and have them research and write summaries, then have the groups be regrouped so that each new group has at least one member from each subcategory, and last have the students present their information to the rest of the new members in the group.
6. Content area(s): This could be used in any content area but the teacher must pick a topic that can be broken up into segments. In science the teacher can use different locations on a map or different types of rocks. Math teachers could use it for explaining different types of graphs and how they all can be used to supply the same information but in a different way. The possibilities with the strategy flow between all content areas and the teacher must make sure they are organized and have planned ahead with the ideas connecting and guided material (like color-coded puzzle pieces) for students to follow and be able to switch groups accordingly. 1. Strategy: Journal Writing 2. Submitted by: Maddie Calcagno 3. Resource to strategy: Brownfield, Sally. "Teaching Strategies: Journaling ."Teaching Multicultural Literature . Annenberg Foundation , n.d. Web. 16 Mar 2013. <http://www.learner.org/workshops/tml/workshop3/teaching3.html>. 4. Example: 5. Annotation: The most important reason to have students create journals is to allow to students to express their own writing and take risks. Journaling can also be used as an assessment of the students understanding of the lesson and can help teachers see areas that need more review. Journals be used for beginning or ending lessons, reflections, and review. 6. Content Areas: Journaling is a great strategy for any content area.
1. Strategy: KWL chart
2. Paige Cowen
3. http://www.learner.org/workshops/tml/workshop3/teaching.html
4.
5. This strategy can be used when introducing a topic to students at the beginning of a lesson. This can be used to see what students already know about a topic, and what they hope to learn before the lesson has begun. From this teachers can have a starting point on where the topic can begin, and also can find out what to highlight to peak students interest in the subject. At the end of the lesson you can see what the students actually learned from the lesson. If they seemed not to have learned a lot, you can always go back and review some certain points that were covered before, and were not remembered.
6. I think this topic is universal. It can be used in math to introduce a new topic and instead of an assessment just had students jot down formulas or what they have heard about the topic. For social studies you can use the KWL chart for something like the example. In reading/ language arts you can see if they know about thing about certain books, reading styles vocabulary and so on. For science you can use a KWL chart for learning about microscopes, or certain topics to see if this is something that will peak students interests.
1. KIM Vocabulary
2. Submitted by: Paige Cowen
3. Source: http://www.ncte.org/library/nctefiles/resources/journals/vm/0132-dec05/vm0132middle.pdf
4.
5. Annotation: This strategy is very good for vocabulary. This is be best when introducing new material to students. This is a way to help the students see the word, the definition and a picture or a memory clue to help them best remember how to remember the definition of the word. It will give student different ways to remember it, and it will be personal for them.
6. Content areas: Universal, there are vocabulary in every subject. This includes math formulas this could be used for! 1. Strategy: Linear Array
5.Annotation: Linear array is helpful when introducing new antonyms to students. It is an easy way for students too sees the difference in meanings of words. Linear Array helps students recognize slight differences in word meanings. This strategy helps students see the relationship between words. I would use this strategy to introduce students to new vocabulary that relates to words they already know. I would use this strategy to encourage students to find words to say exactly what they want rather than just choosing a word that works. I would also use this strategy to represent types of governments in history class.
6. Content Area: English, Science, and History.
1. Strategy: List-Group-Label 2. Submitted by: Cari Marks 3. Resource/ URL to strategy: http://www.adlit.org/strategies/19780 4. Example: http://www.youtube.com/watch?v=K731qicwYcY 5. Annotation: I would use this strategy in my Language Arts classroom to get students thinking about ideas for their own story that they have read. I think that this strategy is very effective for students in elementary school, but could also be modified for middle school and high school. 6. Content Area(s): Universal
1. Strategy: List-Group-Label
2. Submitted by: Cari Marks
3. Resource/ URL to strategy: http://www.adlit.org/strategies/19780
4. Example: http://www.youtube.com/watch?v=K731qicwYcY
5. Annotation: I would use this strategy in my Language Arts classroom to get students thinking about ideas for their own story that they have read. In the classroom, this strategy would be applied before reading the text and could be used either as a whole class, individually, or in small groups. This strategy is good for students to organize data, which is why it works for any content area. I think that this strategy is very effective for students in elementary school, but could also be modified for middle school and high school.
6. Content Area(s): Universal
1. Literature Circles
2. Submitted by: Emily Eckhoff
3. Source: I have been in classes where this strategy is incorporated, although I very much like the lesson plan and materials provided here: http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circles-getting-started-19.html?tab=3#tabs
4.
5. This strategy is great for comprehension. Students have a chance to talk about what they are thinking, what they are predicting, and ask each other questions about the text. This can be very controlled discussion or very free discussion, depending on the age level of the students in your classroom. I would use this strategy in a classroom to stimulate conceptual understanding of a book, to help students ask & answer different questions of each other, and to have students be able to experience the social aspect of reading. I would use this strategy after first going over the different roles in the circles, having students practice the idea whole-class, and making sure that everyone understands what they are doing and why they are doing it.
6. Content areas: This can be used in any content area that a book/novel is read. You can use this with a science or history book or a novel in language arts.
Cooperative learning where students teach students about a new topic
2. Submitted by: Kelly Conley
3. Resource to strategy: Pedagogy in Action
Strategy broken down in easy steps: Follow Along Powerpoint
4. Example:Jigsaw strategy in action
5. When to use this strategy: When introducing a new topic that needs to be further investigated
Why should you use it?
-It helps reading comprehension
-It encourages engagement in course material and with other students
-It gives your students responsibility because it creates individual accountability
-It provides a new way of learning aside from the traditional teaching strategy
How to use it: First choose a topic that can be broken down into subcategories and that is good for group work, next create research groups with equal numbers of students in each group and explain what they will be responsible for and have them research and write summaries, then have the groups be regrouped so that each new group has at least one member from each subcategory, and last have the students present their information to the rest of the new members in the group.
6. Content area(s): This could be used in any content area but the teacher must pick a topic that can be broken up into segments. In science the teacher can use different locations on a map or different types of rocks. Math teachers could use it for explaining different types of graphs and how they all can be used to supply the same information but in a different way. The possibilities with the strategy flow between all content areas and the teacher must make sure they are organized and have planned ahead with the ideas connecting and guided material (like color-coded puzzle pieces) for students to follow and be able to switch groups accordingly.
1. Strategy: Journal Writing
2. Submitted by: Maddie Calcagno
3. Resource to strategy:
Brownfield, Sally. "Teaching Strategies: Journaling ."Teaching Multicultural Literature . Annenberg Foundation , n.d. Web. 16 Mar 2013. <http://www.learner.org/workshops/tml/workshop3/teaching3.html>.
4. Example:
5. Annotation: The most important reason to have students create journals is to allow to students to express their own writing and take risks. Journaling can also be used as an assessment of the students understanding of the lesson and can help teachers see areas that need more review. Journals be used for beginning or ending lessons, reflections, and review.
6. Content Areas: Journaling is a great strategy for any content area.
1. Strategy: KWL chart
2. Paige Cowen
3. http://www.learner.org/workshops/tml/workshop3/teaching.html
4.
5. This strategy can be used when introducing a topic to students at the beginning of a lesson. This can be used to see what students already know about a topic, and what they hope to learn before the lesson has begun. From this teachers can have a starting point on where the topic can begin, and also can find out what to highlight to peak students interest in the subject. At the end of the lesson you can see what the students actually learned from the lesson. If they seemed not to have learned a lot, you can always go back and review some certain points that were covered before, and were not remembered.
6. I think this topic is universal. It can be used in math to introduce a new topic and instead of an assessment just had students jot down formulas or what they have heard about the topic. For social studies you can use the KWL chart for something like the example. In reading/ language arts you can see if they know about thing about certain books, reading styles vocabulary and so on. For science you can use a KWL chart for learning about microscopes, or certain topics to see if this is something that will peak students interests.
1. KIM Vocabulary
2. Submitted by: Paige Cowen
3. Source: http://www.ncte.org/library/nctefiles/resources/journals/vm/0132-dec05/vm0132middle.pdf
4.
5. Annotation: This strategy is very good for vocabulary. This is be best when introducing new material to students. This is a way to help the students see the word, the definition and a picture or a memory clue to help them best remember how to remember the definition of the word. It will give student different ways to remember it, and it will be personal for them.
6. Content areas: Universal, there are vocabulary in every subject. This includes math formulas this could be used for!
1. Strategy: Linear Array
2. Submitted by: Christopher Hill
3. Resource: http://teachthemhowtoread.blogspot.com/2011/01/linear-arrays-vocabulary-activity.html
4. Example: http://www.docstoc.com/docs/33246679/Linear-Arrays
5.Annotation: Linear array is helpful when introducing new antonyms to students. It is an easy way for students too sees the difference in meanings of words. Linear Array helps students recognize slight differences in word meanings. This strategy helps students see the relationship between words. I would use this strategy to introduce students to new vocabulary that relates to words they already know. I would use this strategy to encourage students to find words to say exactly what they want rather than just choosing a word that works. I would also use this strategy to represent types of governments in history class.
6. Content Area: English, Science, and History.
1. Strategy: List-Group-Label
2. Submitted by: Cari Marks
3. Resource/ URL to strategy: http://www.adlit.org/strategies/19780
4. Example: http://www.youtube.com/watch?v=K731qicwYcY
5. Annotation: I would use this strategy in my Language Arts classroom to get students thinking about ideas for their own story that they have read. I think that this strategy is very effective for students in elementary school, but could also be modified for middle school and high school.
6. Content Area(s): Universal
1. Strategy: List-Group-Label
2. Submitted by: Cari Marks
3. Resource/ URL to strategy: http://www.adlit.org/strategies/19780
4. Example: http://www.youtube.com/watch?v=K731qicwYcY
5. Annotation: I would use this strategy in my Language Arts classroom to get students thinking about ideas for their own story that they have read. In the classroom, this strategy would be applied before reading the text and could be used either as a whole class, individually, or in small groups. This strategy is good for students to organize data, which is why it works for any content area. I think that this strategy is very effective for students in elementary school, but could also be modified for middle school and high school.
6. Content Area(s): Universal
1. Literature Circles
2. Submitted by: Emily Eckhoff
3. Source: I have been in classes where this strategy is incorporated, although I very much like the lesson plan and materials provided here:
http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circles-getting-started-19.html?tab=3#tabs
4.
5. This strategy is great for comprehension. Students have a chance to talk about what they are thinking, what they are predicting, and ask each other questions about the text. This can be very controlled discussion or very free discussion, depending on the age level of the students in your classroom. I would use this strategy in a classroom to stimulate conceptual understanding of a book, to help students ask & answer different questions of each other, and to have students be able to experience the social aspect of reading. I would use this strategy after first going over the different roles in the circles, having students practice the idea whole-class, and making sure that everyone understands what they are doing and why they are doing it.
6. Content areas: This can be used in any content area that a book/novel is read. You can use this with a science or history book or a novel in language arts.